Course Schedule for Fall 2017


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BLHV-254-101

Basic Logic/Crit Thinking

Note: This course meets online and counts as an elective

  • Course #: BLHV-254-101
  • CRN: 33022
  • Format: Online
  • Instructor: Paasch, J.
  • Dates: Aug 30 – Dec 20, 2017
  • Syllabus: Download

BLHS-103-01

Biblical Literature and the Ancient World

This course studies Biblical literature in the social, political, and religious context of the ancient Mediterranean world. It begins with a historical overview that is careful to map it onto the "Greeks and Romans" course so that students will be oriented historically and geographically and see the overlap. It traces the history (including prehistory) of ancient Hebrews, the emergence of Christianity, the early relationship between Judaism and Christianity, and the struggle for Christianity to define itself in the Roman Empire before it became for all practical purposes the official religion of the Roman Empire. Segment 1: Hebrew Scripture: Text and Context This segment introduces the student to the literature of ancient Judaism, which eventually was collected in the Hebrew Bible. The segment's chronological framework extends from the formation of ancient Israel in the land of Canaan down to the emergence of Hellenistic Judaism in the post-Exilic age. Within that framework, the segment will cover the pre-history of ancient Israel as a people developing among its neighbors in the ancient Near East. Likewise will it consider the pre-literary and literary history of biblical texts. Attention to genre, literary form, and the redaction of biblical texts will comprise the main part of the segment. Consideration of relevant archeological discoveries will show the relationship between material and literary culture in ancient Israel. Towards this end, various literary and historical methods of biblical study will help the student to apprehend the biblical texts themselves, set against the religious, social, and political history of ancient Israel. Segment 2: New Testament: Text and Context This segment introduces the student to the literature of early Christianity, which eventually was collected in the New Testament. Restricting itself to the time between 50-110 CE, the chronological framework of the course is co-terminus with the time of the production of New Testament texts. These writings will be examined according to their genre, literary forms, and historical context. To that end, the history of the earliest Christian communities will be recovered from these texts to the extent that that can be reasonably done. For example, the establishment, growth and maintenance of communities of Pauline Christians will be apprehended from a careful chronological examination of Paul's Letters. The Gospels will yield valuable information for understanding the earliest Jesus movement and the handing on of its tradition to the later communities for which those Gospels were composed. The relevant historical context of the Greco-Roman period, as that has affected the formation of earliest Christianity and its literature, will also be considered. Segment 3: Religions in the Roman Empire (ca. second through the fifth centuries CE) This segment studies the struggle of early Christians to define themselves and their religion in relation to the Roman Empire, Judaism, and pagan religions. The focus is on particular Christian communities, their differences and commonalities. Emphasis should be on practice, ritual, architecture as much as on texts and the creation of a canon. Credits: 4 Prerequisites: None Course syllabi The following syllabi may help you learn more about this course (login required): Spring '14: Jensen J, Karwowski M (file download) Fall '13: Jensen J, Karwowski M (file download) Fall '13: Lederman R (file download) Additional syllabi may be available in prior academic years.

Note: This course counts as a core requirement This course studies Biblical literature in the social, political, and religious context of the ancient Mediterranean world. It begins with a historical overview that is careful to map it onto the "Greeks and Romans" course so that students will be oriented historically and geographically and see the overlap. It traces the history (including prehistory) of ancient Hebrews, the emergence of Christianity, the early relationship between Judaism and Christianity, and the struggle for Christianity to define itself in the Roman Empire before it became for all practical purposes the official religion of the Roman Empire. Segment 1: Hebrew Scripture: Text and Context This segment introduces the student to the literature of ancient Judaism, which eventually was collected in the Hebrew Bible. The segment's chronological framework extends from the formation of ancient Israel in the land of Canaan down to the emergence of Hellenistic Judaism in the post-Exilic age. Within that framework, the segment will cover the pre-history of ancient Israel as a people developing among its neighbors in the ancient Near East. Likewise will it consider the pre-literary and literary history of biblical texts. Attention to genre, literary form, and the redaction of biblical texts will comprise the main part of the segment. Consideration of relevant archeological discoveries will show the relationship between material and literary culture in ancient Israel. Towards this end, various literary and historical methods of biblical study will help the student to apprehend the biblical texts themselves, set against the religious, social, and political history of ancient Israel. Segment 2: New Testament: Text and Context This segment introduces the student to the literature of early Christianity, which eventually was collected in the New Testament. Restricting itself to the time between 50-110 CE, the chronological framework of the course is co-terminus with the time of the production of New Testament texts. These writings will be examined according to their genre, literary forms, and historical context. To that end, the history of the earliest Christian communities will be recovered from these texts to the extent that that can be reasonably done. For example, the establishment, growth and maintenance of communities of Pauline Christians will be apprehended from a careful chronological examination of Paul's Letters. The Gospels will yield valuable information for understanding the earliest Jesus movement and the handing on of its tradition to the later communities for which those Gospels were composed. The relevant historical context of the Greco-Roman period, as that has affected the formation of earliest Christianity and its literature, will also be considered. Segment 3: Religions in the Roman Empire (ca. second through the fifth centuries CE) This segment studies the struggle of early Christians to define themselves and their rel


BLHS-103-101

Biblical Literature and the Ancient World

This course studies Biblical literature in the social, political, and religious context of the ancient Mediterranean world. It begins with a historical overview that is careful to map it onto the "Greeks and Romans" course so that students will be oriented historically and geographically and see the overlap. It traces the history (including prehistory) of ancient Hebrews, the emergence of Christianity, the early relationship between Judaism and Christianity, and the struggle for Christianity to define itself in the Roman Empire before it became for all practical purposes the official religion of the Roman Empire. Segment 1: Hebrew Scripture: Text and Context This segment introduces the student to the literature of ancient Judaism, which eventually was collected in the Hebrew Bible. The segment's chronological framework extends from the formation of ancient Israel in the land of Canaan down to the emergence of Hellenistic Judaism in the post-Exilic age. Within that framework, the segment will cover the pre-history of ancient Israel as a people developing among its neighbors in the ancient Near East. Likewise will it consider the pre-literary and literary history of biblical texts. Attention to genre, literary form, and the redaction of biblical texts will comprise the main part of the segment. Consideration of relevant archeological discoveries will show the relationship between material and literary culture in ancient Israel. Towards this end, various literary and historical methods of biblical study will help the student to apprehend the biblical texts themselves, set against the religious, social, and political history of ancient Israel. Segment 2: New Testament: Text and Context This segment introduces the student to the literature of early Christianity, which eventually was collected in the New Testament. Restricting itself to the time between 50-110 CE, the chronological framework of the course is co-terminus with the time of the production of New Testament texts. These writings will be examined according to their genre, literary forms, and historical context. To that end, the history of the earliest Christian communities will be recovered from these texts to the extent that that can be reasonably done. For example, the establishment, growth and maintenance of communities of Pauline Christians will be apprehended from a careful chronological examination of Paul's Letters. The Gospels will yield valuable information for understanding the earliest Jesus movement and the handing on of its tradition to the later communities for which those Gospels were composed. The relevant historical context of the Greco-Roman period, as that has affected the formation of earliest Christianity and its literature, will also be considered. Segment 3: Religions in the Roman Empire (ca. second through the fifth centuries CE) This segment studies the struggle of early Christians to define themselves and their religion in relation to the Roman Empire, Judaism, and pagan religions. The focus is on particular Christian communities, their differences and commonalities. Emphasis should be on practice, ritual, architecture as much as on texts and the creation of a canon. Credits: 4 Prerequisites: None Course syllabi The following syllabi may help you learn more about this course (login required): Spring '14: Jensen J, Karwowski M (file download) Fall '13: Jensen J, Karwowski M (file download) Fall '13: Lederman R (file download) Additional syllabi may be available in prior academic years.

Note: This course meets online with mandatory online/in-person sessions (8pm-10:30pm) on September 6, October 25, and November 29. This course counts as a core required course.


BLHV-425-01

Character, Conscience and Courage

Answering the call of leadership is not always easy, particularly when one is faced with ethical dilemmas and moral quandaries. Such situations call for courage in action. This course will focus on the roles of character and conscience in the demonstration of moral courage by leaders. Particular attention will be given to the individual, interpersonal, and institutional processes of character and conscience formation.

Note: This course counts as an elective Answering the call of leadership is not always easy, particularly when one is faced with ethical dilemmas and moral quandaries. Such situations call for courage in action. This course will focus on the roles of character and conscience in the demonstration of moral courage by leaders. Particular attention will be given to the individual, interpersonal, and institutional processes of character and conscience formation.

  • Course #: BLHV-425-01
  • CRN: 30725
  • Format: On-campus
  • Instructor: Nan Ellen Nelson
  • Dates: Aug 30 – Dec 20, 2017
  • Class Meetings:
  • Syllabus: Download

BLHS-414-01

Cyber Ops and Global Pol.

Networks around the world are under constant assault and threatened by hackers who want to steal information or cause harm. By looking at cyber intelligence and the domestic and international goals of governments, policymakers can develop better policies, make improved resource investment decisions, and make more complete risk management decisions. This course will focus on building an understanding of how cyber operations are used by governments to achieve domestic or international goals. We will investigate the use of cyber operations as a tool of statecraft and the options it provides leaders in achieving foreign and domestic goals. Unclear norms of behavior about the use of cyber operations and uncertainty over acceptable responses mean governments should be prepared for uncertainty and a complication of traditional international relations. We will examine the cyber operations of various countries to see the context, drivers, and goals for their actions. Students will learn how using cyber intelligence can drive global politics, international policies, and cyber security decisions. Coursework will focus on looking at cyber operations through the lens of international relations. Throughout the course we will compare the use of cyber operations with traditional foreign policy tools and examine the emerging use of cyber technologies to achieve national goals. The course will emphasize how strategic cyber intelligence can improve risk management decisions and assist policymakers in setting effective policies.

Note: This course fulfills the non-western requirement and counts as an elective Additional 150 minute distance learning component required

  • Course #: BLHS-414-01
  • CRN: 30722
  • Format: On-campus
  • Instructor: Klein, R.
  • Dates: Aug 30 – Dec 20, 2017
  • Class Meetings:
  • Syllabus: Download

BLHS-108-01

Enlightenment, Revolution and Democracy

This course examines the Enlightenment from the particular angle of its relationship to the cultivation of democratic ideals and the emergence of modern democracies. It thus examines issues such as toleration, the rights and responsibilities of the individual, the importance of reason, and the role of religion in society. Segment 1: The Enlightenment This segment naturally has a strong philosophical component, examining such thinkers as Benedict de Spinoza (and other 'free-thinkers'), John Locke on toleration, Jean-Jacques Rousseau, Immanuel Kant, and Mary Wollstonecraft. This is something different, however, from a course on modern philosophy. It also explores how the Enlightenment motto "Dare to Know!" reverberated in many areas of society and in many different places and how it was expressed through a variety of genres. Segment 2: The American Revolution Through a variety of genres, this segment explores the revolutionary period in America: the revolutionary promise as experienced and articulated on many levels of society, the impact of the revolution on various levels of society, and the ideals laid out in the Constitution. Segment 3: The French Revolution This segment reflects on debates about the origin of the French Revolution; it follows the course of the revolution itself, including Revolutionary politics, the collapse of the monarchy, and the reign of terror; in considering the aftermath of the revolution, it also treats responses by those in other countries and so anticipates the nineteenth century.

Note: This course counts as a core requirement Additional 150 min distance learning. This course examines the Enlightenment from the particular angle of its relationship to the cultivation of democratic ideals and the emergence of modern democracies. It thus examines issues such as toleration, the rights and responsibilities of the individual, the importance of reason, and the role of religion in society.

  • Course #: BLHS-108-01
  • CRN: 14926
  • Format: On-campus
  • Instructors: McKenna, C.
  • Dates: Aug 30 – Dec 20, 2017
  • Class Meetings:
  • Syllabus: Download

BLHS-105-01

Faith and Reason in the Middle Ages

The relation between faith and reason is one of the perennial issues in Western thought. With the renaissance of the twelfth century and the founding of universities throughout Europe in the twelfth and thirteenth centuries, the question of faith and reason was dramatically recast. The rediscovery of Aristotle—and so, the use of Aristotelian logic, grammar, physics, and metaphysics—led to the development of new methods of inquiry, categories of thought, and modes of expression. This course begins with the twelfth-century renaissance; the cross-fertilization among Muslim, Jewish, and Christian scholars; the rise of the universities as important institutions; and the development of scholasticism. It focuses on particular on the development of the scholastic method, resistance to it, and, in particular, discussions and sometimes fierce debates about "faith and reason" in Christianity and Judaism. The course also looks at the issue of authority and alternative approaches to faith and reason (e.g., mystical texts and vernacular theologies), the category of "heresy" and its ramifications (social, political, religious). Segment 1: Scholasticism The focus of this segment is on the universities and scholastic philosophy and theology. It examines stages of development of the scholastic method, with special focus on the role of reason and its relation to faith. The rubric of "Faith and Reason" will be considered both narrowly (explicit discussions of faith and reason) and broadly (how it gets played out in ethics and in discussions of freedom and grace). Students will study particular conflicts in order to appreciate just what was at stake: tensions betweens monastic theology and scholastic theology (e.g., between Bernard of Clairvaux and Peter Abelard), bitter disagreements within the universities (e.g., among various faculties, and/or between Thomas Aquinas and Bonaventure), and struggles of authority between scholastics and their prelates. Segment 2: Vernacular Theology New systems of education in medieval Europe had many social effects, among them growing literacy among the laity. This led to another response to some of the methods and conclusions of scholasticism, especially regarding faith and reason. This segment begins with the "new mysticism" that emerged in the thirteenth century. The focus here is on the texts of male and female mystics whose authority comes not from their office but from "grace"—that is to say, from what is claimed to be a direct gift from God. How did they understand faith and reason? This segment also studies the proliferation of vernacular theologies in the late Middle Ages, their threat to secular and ecclesial authorities, and their role in social transformation. It also looks at the response to such mystics and lay theologians, especially the increased use of the label "heresy" and methods to counter and subdue the so-called "heretics." Segment 3: Judaism This segment of the course studies how Jewish scholars sought to reconcile the philosophic heritage of ancient Greece with Judaism's revealed tradition. The focus here is on the major contributions of the great philosopher-rabbis of the Islamic World (Saadya, Maimonides, Ibn Gabirol, etc.), contrasted with the concepts of piety and Talmudic exegesis developed among the Jews of Northern Europe, and also on the so-called Maimonidean Controversy of the thirteenth century and the burgeoning popularity of mystical thought.

Note: This course counts as a core requirement 150 minute distance learning

  • Course #: BLHS-105-01
  • CRN: 23935
  • Format: On-campus
  • Instructor: Linford, R.
  • Dates: Aug 30 – Dec 20, 2017
  • Class Meetings:
  • Syllabus: Download

BLHV-465-01

Global Econ in 21st Cent

Note: This course fulfills the non-western requirement and is an elective

  • Course #: BLHV-465-01
  • CRN: 32171
  • Format: On-campus
  • Instructor: O'Connor, C.
  • Dates: Aug 30 – Dec 20, 2017
  • Class Meetings:
  • Syllabus: Download

BLHS-102-01

Greeks and Romans

This course introduces students to the literature and culture of the Greeks and Romans, with particular attention paid to texts whose influence will be seen in later parts of the curriculum. It includes a brief overview of the history and geography of the ancient Mediterranean world and includes some discussion of material culture, but its primary focus is textual. The course aims to introduce students to some of the major genres of writing to come out of the ancient Mediterranean, with special emphasis placed on epic, tragedy, comedy, historiographical prose, and philosophy. Although philosophical texts are taught as a separate segment, they will be read as part of a broader ancient discussion, played out in other genres as well, of questions of justice, freedom, and the like. Given the nature of the texts read, students will require grounding in the basics of ancient Greek and Roman religion and ritual practice. Since this will be one of the first literary courses taken by students, special focus will be placed on close reading and analysis.

Note: This course counts as a core requirement This course introduces students to the literature and culture of the Greeks and Romans, with particular attention paid to texts whose influence will be seen in later parts of the curriculum. It includes a brief overview of the history and geography of the ancient Mediterranean world and includes some discussion of material culture, but its primary focus is textual. The course aims to introduce students to some of the major genres of writing to come out of the ancient Mediterranean, with special emphasis placed on epic, tragedy, comedy, historiographical prose, and philosophy. Although philosophical texts are taught as a separate segment, they will be read as part of a broader ancient discussion, played out in other genres as well, of questions of justice, freedom, and the like. Given the nature of the texts read, students will require grounding in the basics of ancient Greek and Roman religion and ritual practice. Since this will be one of the first literary courses taken by students, special focus will be placed on close reading and analysis.

  • Course #: BLHS-102-01
  • CRN: 14925
  • Format: On-campus
  • Instructors: McNelis, C. , Sens, A.
  • Dates: Aug 30 – Dec 20, 2017
  • Class Meetings:
    • Thu 6:00 PM - 9:35 PM, Healy, Room 321
  • Syllabus: Download

BLHS-101-01

Introduction to the Social Sciences

What does it mean to be a member of a particular society? How is it that individuals both form and are formed by society? Who exercises power and in what ways? While all Core Courses address these questions in some way, it is especially the social sciences that are designed to explore them in depth. This course introduces students to the basic theories, methods, and particular contributions of anthropology, psychology, and sociology in attempting to answer such questions. It will provide students with a better understanding of the social and cultural worlds they inhabit and offer needed tools for analyzing the material covered in other Core Courses as well.

Note: This course counts as a core requirement Additional 150 min distance learning required.

  • Course #: BLHS-101-01
  • CRN: 14924
  • Format: On-campus
  • Instructors: Gray, M. , Wiggins, J.
  • Dates: Aug 30 – Dec 20, 2017
  • Class Meetings:
  • Syllabus: Download

BLHS-100-101

Introduction to Ethics

A signature piece of a Jesuit education is the study of Ethics. While all Core Courses explore human values and moral issues in particular historical contexts, in this course students (1) study and critique fundamental moral principles, categories, and terminology drawn from the Western philosophical and religious traditions; (2) examine basic approaches to and recurring debates about perplexing ethical issues; (3) explore through literature central moral quandaries and complexities of human life; and (4) elucidate what is normative in human experience and whence the norms are determined.

Note: This course meets online and is a core required course. A signature piece of a Jesuit education is the study of Ethics. While all Core Courses explore human values and moral issues in particular historical contexts, in this course students (1) study and critique fundamental moral principles, categories, and terminology drawn from the Western philosophical and religious traditions; (2) examine basic approaches to and recurring debates about perplexing ethical issues; (3) explore through literature central moral quandaries and complexities of human life; and (4) elucidate what is normative in human experience and whence the norms are determined.


BLHS-100-01

Introduction to Ethics

A signature piece of a Jesuit education is the study of Ethics. While all Core Courses explore human values and moral issues in particular historical contexts, in this course students (1) study and critique fundamental moral principles, categories, and terminology drawn from the Western philosophical and religious traditions; (2) examine basic approaches to and recurring debates about perplexing ethical issues; (3) explore through literature central moral quandaries and complexities of human life; and (4) elucidate what is normative in human experience and whence the norms are determined.

Note: This course counts as a core requirement. A signature piece of a Jesuit education is the study of Ethics. While all Core Courses explore human values and moral issues in particular historical contexts, in this course students (1) study and critique fundamental moral principles, categories, and terminology drawn from the Western philosophical and religious traditions; (2) examine basic approaches to and recurring debates about perplexing ethical issues; (3) explore through literature central moral quandaries and complexities of human life; and (4) elucidate what is normative in human experience and whence the norms are determined.


BLHV-247-101

Mass Atrocities

This course seeks to help students develop an understanding of the major human rights atrocities of recent time, and to consider means of deterring such atrocities in the future. Students will approach this learning from a historical and political perspective, and the course will draw upon literature and film to augment the student’s learning. This course asks students to understand and appreciate the prevalence of mass human rights violations in society, and to critically evaluate the international community’s response to such violations. Students will examine the Holocaust, the Khmer Rouge in Cambodia, ethnic cleansing in Bosnia and Kosovo, the Rwanda genocide, and Darfur, among other mass atrocities, and through these examples understand the international crimes of genocide and crimes against humanity. Students will also examine the role of the International Criminal Court, and of the International Criminal Tribunals for Yugoslavia and Rwanda. Students will consider the concept of Responsibility to Protect, and analyze how this evolving principle of international law should be applied to humanitarian crises. Students will study the use of military intervention to end humanitarian atrocities, and will gain an understanding of the political considerations raised by such atrocities. Finally, students will look forward to consider the role of social networks and social media in ending mass atrocities, and will consider the pursuit of justice and reconciliation in the aftermath of mass atrocities as well as the possibilities and limits of forgiveness.

Note: This course meets online and counts as a non-western elective. This course seeks to help students develop an understanding of the major human rights atrocities of recent time, and to consider means of deterring such atrocities in the future. Students will approach this learning from a historical and political perspective, and the course will draw upon literature and film to augment the student’s learning. This course asks students to understand and appreciate the prevalence of mass human rights violations in society, and to critically evaluate the international community’s response to such violations. Students will examine the Holocaust, the Khmer Rouge in Cambodia, ethnic cleansing in Bosnia and Kosovo, the Rwanda genocide, and Darfur, among other mass atrocities, and through these examples understand the international crimes of genocide and crimes against humanity. Students will also examine the role of the International Criminal Court, and of the International Criminal Tribunals for Yugoslavia and Rwanda. Students will consider the concept of Responsibility to Protect, and analyze how this evolving principle of international law should be applied to humanitarian crises. Students will study the use of military intervention to end humanitarian atrocities, and will gain an understanding of the political considerations raised by such atrocities. Finally, students will look forward to consider the role of social networks and social media in ending mass atrocities, and will consider the pursuit of justice and reconciliation in the aftermath of mass atrocities as well as the possibilities and limits of forgiveness.


BLHV-274-101

Politics of Terrorism

How do bullets and ballots affect each other? This course explores the reality and interpretations of terrorism(s), Torture, Drones, and Humanitarian Interventions focusing on their role(s) in the forthcoming American national election by means of readings, lectures, media, research and focused discussions. Close examination of the political lessons learned from actual cases, yields different (and sometimes rival) interpretive frameworks. Weekly classroom practice in learning and applying these interpretive skills to our unfolding national elections enables students to gain new insights into the politics of terrorism, here and elsewhere.

Note: This course meets online - fulfills the non-western requirement How do bullets and ballots affect each other? This course explores the reality and interpretations of terrorism(s), Torture, Drones, and Humanitarian Interventions focusing on their role(s) in the forthcoming American national election by means of readings, lectures, media, research and focused discussions. Close examination of the political lessons learned from actual cases, yields different (and sometimes rival) interpretive frameworks. Weekly classroom practice in learning and applying these interpretive skills to our unfolding national elections enables students to gain new insights into the politics of terrorism, here and elsewhere.


BLHS-107-01

The Early Modern World

This course examines the shift from the medieval to the modern, comparing various theories of chronological demarcation and discovering the difficulty of assessing social, political, religious, and literary phenomena. Course focuses on the Reformation, William Shakespeare, and modern science.

Note: This course counts as a core requirement This course examines the shift from the medieval to the modern, comparing various theories of chronological demarcation and discovering the difficulty of assessing social, political, religious, and literary phenomena. Course focuses on the Reformation, William Shakespeare, and modern science.


BLHS-111-01

The New Millennium

This course must be taken as the student’s final course in the Core in that it draws on all the Core Courses. This is a course on late twentieth- and early twenty-first century America. Its time frame roughly corresponds to the life spans of most BALS students. Its purpose is to help apply the critical approaches they have learned elsewhere to the world in which they live.

Note: This course counts as a core requirement Class will be held at the Berkley Center, 3307 M Street, Second Floor, Suite 200.

  • Course #: BLHS-111-01
  • CRN: 18282
  • Format: On-campus
  • Instructor: Kessler, M.
  • Dates: Aug 30 – Dec 20, 2017
  • Class Meetings:
  • Syllabus: Download

BLHS-109-01

The Nineteenth Century

This course begins with Romanticism—its critique of the Enlightenment, its insistence that there is more to being human than reason, and its new way of envisioning the relationship between the individual and nature as well as between the individual and society. Romanticism began in Germany at the very end of the 18th century, was brought to England via Coleridge and Wordsworth, and crossed the Atlantic to America.

Note: This course counts as a core requirement This course begins with Romanticism—its critique of the Enlightenment, its insistence that there is more to being human than reason, and its new way of envisioning the relationship between the individual and nature as well as between the individual and society. Romanticism began in Germany at the very end of the 18th century, was brought to England via Coleridge and Wordsworth, and crossed the Atlantic to America.

  • Course #: BLHS-109-01
  • CRN: 14927
  • Format: On-campus
  • Instructor: Wackerfuss, A.
  • Dates: Aug 30 – Dec 20, 2017
  • Class Meetings:
  • Syllabus: Download

BLHS-106-01

The Renaissance

This course focuses on the concerns and practices of Renaissance thinkers, writers, and artists, with particular attention paid to the ways in which they defined their own intellectual and artistic projects and how they situated them vis à vis the antecedent traditions to which they were reacting.

Note: This course counts as a core requirement Also two Saturday museum visits at the National Gallery of Art: October 28th and November 18th, 10AM - 12:20PM.


BLHV-497-01

Thesis Proposal Workshop

Students who complete Thesis Research (BLHV 348-01) and Thesis Writing (BLHV 349-01) will take the Thesis Proposal Workshop as a foundation for completing the proposed thesis.

Note: Students who complete Thesis Research (BLHV 348-01) and Thesis Writing (BLHV 349-01) will take the Thesis Proposal Workshop as a foundation for completing the proposed thesis.

  • Course #: BLHV-497-01
  • CRN: 15110
  • Format: On-campus
  • Instructor: Shinn, C.
  • Dates: Aug 30 – Dec 20, 2017
  • Class Meetings:

BLHV-348-01

Thesis Research

Students who are approved for a BALS thesis will take this 0 credit course in preparation for thesis writing.

Note: Students who are approved for a BALS thesis will take this 0 credit course in preparation for thesis writing.

  • Course #: BLHV-348-01
  • CRN: 19099
  • Format: On-campus
  • Instructor: TBD
  • Dates: Aug 30 – Dec 20, 2017
  • Class Meetings:

BLHV-349-01

Thesis Writing

Students work with the thesis advisor to begin constructing the framework for the proposed thesis.

Note: Students work with the thesis advisor to begin constructing the framework for the proposed thesis.

  • Course #: BLHV-349-01
  • CRN: 19063
  • Format: On-campus
  • Instructor: TBD
  • Dates: Aug 30 – Dec 20, 2017
  • Class Meetings:

BLHV-301-05

Independent Study

  • Course #: BLHV-301-05
  • CRN: 33870
  • Format: On-campus
  • Instructor: Kessler, M.
  • Dates: Aug 30 – Dec 20, 2017
  • Class Meetings:

BLHV-301-03

Independent Study

  • Course #: BLHV-301-03
  • CRN: 33927
  • Format: On-campus
  • Instructor: Jensen, J.
  • Dates: Aug 30 – Dec 20, 2017
  • Class Meetings:

BLHV-301-04

Independent Study

  • Course #: BLHV-301-04
  • CRN: 33928
  • Format: On-campus
  • Instructor: Bradford, A.
  • Dates: Aug 30 – Dec 20, 2017
  • Class Meetings:

BLHV-301-06

Independent Study

  • Course #: BLHV-301-06
  • CRN: 33929
  • Format: On-campus
  • Instructor: Mossadegh, G.
  • Dates: Aug 30 – Dec 20, 2017
  • Class Meetings:

BLHV-301-01

Independent Study

  • Course #: BLHV-301-01
  • CRN: 33925
  • Format: On-campus
  • Instructor: Barnhart, S.
  • Dates: Aug 30 – Dec 20, 2017
  • Class Meetings:

BLHV-301-02

Independent Study

  • Course #: BLHV-301-02
  • CRN: 33926
  • Format: On-campus
  • Instructor: Wiggins, J.
  • Dates: Aug 30 – Dec 20, 2017
  • Class Meetings:

BLHV-301-07

Independent Study

  • Course #: BLHV-301-07
  • CRN: 33964
  • Format: On-campus
  • Instructor: Wiggins, J.
  • Dates: Aug 30 – Dec 20, 2017
  • Class Meetings:

BLHV-301-08

Independent Study

  • Course #: BLHV-301-08
  • CRN: 34060
  • Format: On-campus
  • Instructor: Koester, E.
  • Dates: Aug 30 – Dec 20, 2017
  • Class Meetings:

BLHS-110-01

War and Peace

In this course we analyze problems of war and peace from authoritarian, liberal, and realistic perspectives in the context of some national, ideological, and racial conflicts of the twentieth century. The course has two major components, one theoretical and the other humanist focused on novels, memoirs, historical narrations and films. We will study the views of the influential German jurist and political philosopher Carl Schmitt, a Nazi collaborator, who claims that the concept of enemy is the essence of the political and the ever present possibility of war is a reality humans can only deny hypocritically and are powerless to remove; the opposing view of American philosopher John Rawls who holds that a liberal conception of justice can be the basis for peace between peoples because even illiberal “decent” peoples may use it to solve international conflicts and avoid war; Samuel Huntington´s idea ( The Clash of Civilizations) that conflicts between civilizations will fuel the wars of the 21th century, and Francis Fukuyama´s theory ( The End of History and the Last Man) that the advance of democracy, capitalism, technological skills and science, in a word “globalization” will lead to a peaceful world society he identifies with the end of history.

Note: This course counts as a core requirement BALS students only. In this course we analyze problems of war and peace from authoritarian, liberal, and realistic perspectives in the context of some national, ideological, and racial conflicts of the twentieth century. The course has two major components, one theoretical and the other humanist focused on novels, memoirs, historical narrations and films. We will study the views of the influential German jurist and political philosopher Carl Schmitt, a Nazi collaborator, who claims that the concept of enemy is the essence of the political and the ever present possibility of war is a reality humans can only deny hypocritically and are powerless to remove; the opposing view of American philosopher John Rawls who holds that a liberal conception of justice can be the basis for peace between peoples because even illiberal “decent” peoples may use it to solve international conflicts and avoid war; Samuel Huntington´s idea ( The Clash of Civilizations) that conflicts between civilizations will fuel the wars of the 21th century, and Francis Fukuyama´s theory ( The End of History and the Last Man) that the advance of democracy, capitalism, technological skills and science, in a word “globalization” will lead to a peaceful world society he identifies with the end of history.

  • Course #: BLHS-110-01
  • CRN: 18280
  • Format: On-campus
  • Instructor: Neimeyer, C.
  • Dates: Aug 30 – Dec 20, 2017
  • Class Meetings:
  • Syllabus: Download

BLHS-120-01

Writing in an Interdisciplinary Environment

This course is an introduction to writing in an academic context. Attention will be paid not only to mechanics but also to style and modes of argument. Students will read widely and work closely with the instructor on improving their analytical skills, developing and organizing their ideas, and writing clear, persuasive, and lively prose. This course should be taken during a B.A.L.S. student's first two semesters.

Note: This course counts as a core requirement This course is an introduction to writing in an academic context. Attention will be paid not only to mechanics but also to style and modes of argument. Students will read widely and work closely with the instructor on improving their analytical skills, developing and organizing their ideas, and writing clear, persuasive, and lively prose. This course should be taken during a B.A.L.S. student's first two semesters.

  • Course #: BLHS-120-01
  • CRN: 19495
  • Format: On-campus
  • Instructor: Temple, K.
  • Dates: Aug 30 – Dec 20, 2017
  • Class Meetings:
  • Syllabus: Download